Individualized educational program grading approach: This approach determines grades on the basis of student's progress on goals and objectives specified on the student's individualized educational program (IEP). Because IEP learning objectives are based on the student's needs and include criterion-performance levels evaluation based on them appears logical.
Pass/Fail systems: This system establishes criteria for passing or failing. The achievement of minimum course competencies earns a P grade, while filure to achieve minimum course competencies results in an F grade.
Mastery level/Criterion systems: Content or skills are divided into subcomponents. Mastery is achieved when a student reaches a criterion level on a specified subcomponent. Mastery level systems usually follow a sequnce that includes a pretest, instruction activities, and a postest. The sequence is repeated as the student masters subsequent skills or content.
Point Systems:In these systems, points are assigned to various activities. The point totals that the student earns correspond to specific grades (e.g. A,B,C, and D) and a minimum number of points are needed to earn a passing grade.
Contract Grade: The teacher and student sign a contract that specifies the work to be completed, how the grade is determined and the timeline for completion.
Multiple Grading: The teacher grades the student in several areas typically including ability, effort, and achievement. The ability grade is based on the student's expected or predicted progress. The effort grade is based on the time and energy the student devots to learning. The achievement grade reflects the student's mastery of the material to a specified criterion. With multiple grading, it is common for the student to receive ability, effort, and achievement grades in each content area. Multiple grading also is used when grades are assigned for test, quizzes, projects, homework, and participation.
Shared Grading: Two or more teachers work together to teach a student they collaborate to assign a grade. The grade is based on each teacher's observations of progress according to established guidelines for assessing performance. Shared grading tyically occurs when two or more teachers instruct the same student on a specified content area.
Student self-comparison: The teachers and students meet to determine appropriate instructional goals within the curriculum. Progress on these goals is monitored by the students and the teachers and a grade is assigned according to the amount of progress. In some self-comparison systems the students evaluate themselves and determine their own grades.
Level Grading: Grading is individualized by using a subscript to note the level of difficulty on which the students' grades are based. For example, a grade of B indicates that the student is doing B-range work and a 1, 2, or 3 is combined with the letter grade to indicate difficulty level.
Descriptive Grading: Teachers write descriptive comments regarding each student's performance, attitude, effort, and learning preferences. Examples such as a portfolio of students work are included to illustrate achievement and effort.
Taken From: Students With Learning Disabilities Eighth Eidition by: Cecil Mercer, Ann Mercer, and Paige Pullen
Pass/Fail systems: This system establishes criteria for passing or failing. The achievement of minimum course competencies earns a P grade, while filure to achieve minimum course competencies results in an F grade.
Mastery level/Criterion systems: Content or skills are divided into subcomponents. Mastery is achieved when a student reaches a criterion level on a specified subcomponent. Mastery level systems usually follow a sequnce that includes a pretest, instruction activities, and a postest. The sequence is repeated as the student masters subsequent skills or content.
Point Systems:In these systems, points are assigned to various activities. The point totals that the student earns correspond to specific grades (e.g. A,B,C, and D) and a minimum number of points are needed to earn a passing grade.
Contract Grade: The teacher and student sign a contract that specifies the work to be completed, how the grade is determined and the timeline for completion.
Multiple Grading: The teacher grades the student in several areas typically including ability, effort, and achievement. The ability grade is based on the student's expected or predicted progress. The effort grade is based on the time and energy the student devots to learning. The achievement grade reflects the student's mastery of the material to a specified criterion. With multiple grading, it is common for the student to receive ability, effort, and achievement grades in each content area. Multiple grading also is used when grades are assigned for test, quizzes, projects, homework, and participation.
Shared Grading: Two or more teachers work together to teach a student they collaborate to assign a grade. The grade is based on each teacher's observations of progress according to established guidelines for assessing performance. Shared grading tyically occurs when two or more teachers instruct the same student on a specified content area.
Student self-comparison: The teachers and students meet to determine appropriate instructional goals within the curriculum. Progress on these goals is monitored by the students and the teachers and a grade is assigned according to the amount of progress. In some self-comparison systems the students evaluate themselves and determine their own grades.
Level Grading: Grading is individualized by using a subscript to note the level of difficulty on which the students' grades are based. For example, a grade of B indicates that the student is doing B-range work and a 1, 2, or 3 is combined with the letter grade to indicate difficulty level.
Descriptive Grading: Teachers write descriptive comments regarding each student's performance, attitude, effort, and learning preferences. Examples such as a portfolio of students work are included to illustrate achievement and effort.
Taken From: Students With Learning Disabilities Eighth Eidition by: Cecil Mercer, Ann Mercer, and Paige Pullen